研究方法及教师个人职业发展

ActionResearch:fromTeacherCraftsm[e-mail]@beiwaionline.comMainHeadings1Discoverandunderstandourselves2Modelsofresearch3Howtodoclassroom-basedactionresearch4Howtowriteactionresearchreport1DiscoverandunderstandourselvesWhatarewedoingeveryday?(1)readthetextorlistentothecassetteforthenextday’sclass;scantextbooksandlibrariesforappropriateexamplesofthelanguageandtargetedexercisestoincludeintheirintendedlessonplans,shoutatthetopofourvoicetoaclassofstudents;leave&markassignmentsfindoutwhystudentshavemadecertainkindsofmistakesandwhytheyhavebehavedincertainways,andlookforremedies.Whatarewedoingeveryday?(2)Exhaustedattheendoftheday’sworkNotexhaustedbutnotimeCannotgotoconferencesforlackoffundingCannotgotoconferencesforthedepartmentheaddoesnotliketointerrupttheflowthetimetablelibraryresourcesareextremelylimitednowaytopublishTeacherDevelopment:buildingupourstrengthTeachercraftsmanActionresearchReflectivemodelTeacher/researcherwithprofessionalismTeacherdevelopment1.Craftmodel2.Appliedsciencemodel3.ReflectivemodelModelsofTeacherDevelopmentThecraftmodeldemonstrationsandorinstructionspractisebyimitationreproducingtheskillsAppliedsciencemodeltheoreticalstudiesoflanguagebytheoreticallinguistsapplicationoftheoreticalknowledgetolanguageteachingbyappliedlinguiststrainingprogrammesdesignedandofferedtotraineesperiodicup-dating(in-servicetraining)teachingpracticeprofessionalcompetenceReflectivemodelTrainee’sexistingconceptualschemataormentalconstructsReceivedknowledgePracticeExperientialknowledgeReflectionProfessionalcompetence‘Reflectivecircle’2ModelsofresearchModelforscienceandtechnologyModelforsocialsciencesandhumanitiesActionresearchmodelObservationScientificModelhypothesisExperimentsLaw,informulasormathematicaltermsVerifiable&generalizablesubjectiveobjectiveDemoResearchModelforSocialSciencesandHumanitiesEmulatethescientificmodelModelingtheleadingfiguresItvariesfromdisciplinetodisciplineObservationEmulatingScientificModelhypothesisSo-calledexperimentsgeneralizationsQuasi-objectivefindingssubjectiveQuasi-objectiveActionResearchModel(1)aresearchmethodologybasedonreal-worldexperienceInitialideafact-findingactionplanimplementationmonitoringrevisionamendedplanandsoonthroughthecycle.ActionResearchModel(2)Theactionresearchhencehasthefollowingfeatures:itisparticipant-drivenandreflectiveitiscollaborativeitleadstochangeandtheimprovementofpractice,notjustknowledgeinitselfitiscontext-specific.Classroom-basedactionresearchmethodologyandprocedureIdentifyaproblemAnalyzetheProblemDesignaprojectImplementtheprojectEvaluatetheprojectWriteareportIdentifyaProblemWorkoutalistofproblemsyouhaveencounteredinyourteachingChooseONEthatissuitableforyourselfUsetheseparametersasyouryardsticks:Isitrelevanttoclassroomteaching?Isitwithinyourcontrol?Isitwithintheresourcesavailabletoyou?Isittoopersonalordoesithaveapublicvalue?ProblemsforyoutothinkaboutTeacherA:MyproblemisthatIalwaysfeelexhaustedafterdealingwithanoisyclassroomfilledwith70students.TeacherB:Ispendalotoftimecorrectingmystudents’errorsintheirwriting,buttheyalwaysseemtomakethemagain.TeacherC:Tome,themostdifficultthingishowtoarousethestudents’interestinEnglish.TeacherD:MyprobleminteachingEnglishismainlyfinancial:alotofmiddleschoolsarefacedwiththelackofeducationalfunds.TeacherE:Ifclassroomteachingfocusesoncommunicativeaims,thenstudentsdobetterinspeakingandlisteningthaninwritinganddoinggrammarexercises,buttheexamconcentratesonlyonwrittengrammaticalcontents.ProblemanalysistheanalyticmethodSocraticdialoguecauseanalysisquestionnairesobservationbrainstormingAnalyticMethodLacloseexaminationofthewaytheproblemisstated.Withsuchmethod,youcanexploretheconsequencesandimplicationsoftheproblem.E.g.Someofmystudentsdon’tliketodopairworkAnalyticmethod:ademo“Someofmystudents…”–notallSomeofmystudentsdon’tliketodopairworkSomeofmyotherstudentsdolikepairworkWhysomedon’t,whileothersdo?Whoarethesomethatdon’t?Andwhoaretheothersthatdo?“Mystudents”…vs.mycolleagues’studentsWhataboutsomeofmycolleagues’students?Isitalsothecasethattheydon’tlikedoingpairwork,either?If,ontheotherhand,allofmycolleagues’studentslikedoingpairwork,thenmyproblemisactuallycausedbymyself,notbymystudents.ProbablythepairworkIaskedmystudentstodowaspoorlydesign.SocraticDialogueSocraticdialogue---BymakingaSocraticdialogue,youaskyourselfaseriesofintelligentquestionsandtrytoanswerthematthesametime.Youoftendrawanalogiestoseeiftherearefatalcontradictionsorinconsistenciesinyourthinkingortoseeifyoucanlearnanythingfromanalogies.Socraticdialogue:ademoMrSocrates,someofmystudentsdon’tlikepairwork.Whydoyoutellmethis?BecauseIneedyouradvice.Iwanttomakethemenjoydoingit.Doyoulikeeatingfish?Notreally.Why?Becausefishhasanauseatingsmell.Whydoyourstudentsnotlikedoingpairwork?Because…because…er…doingpairworkislikeeatingfish,er…don’tlikeeatingfishbecause…studentsdon’tlikedoingpairworkbecause…ahthepairworksmells.Ah..Areyousayingthattheydon’tlikepairworkbe